The document discusses a study that explored the negative thoughts of students and the effectiveness of group therapy in reducing those thoughts. It found that students' negative thoughts primarily centered around intrapersonal problems like low self-esteem, anxiety, and hopelessness. Family and academic problems were also common themes. After participating in group therapy, most students rated it as effective in reducing their negative thoughts, with 19% giving it the highest rating. The study concluded that group therapy can help address students' personal and school-related issues.

1. Exploring The Negative
Thoughts of Students and The
Effectiveness of Group Therapy
Presented by: Ms. Agnes F. Montalbo

2. Abstract
• This study was conducted to determine the
content of the negative thoughts of the
eighty-four (84) fourth year students of
psychotherapy class of school year 2012-
2013.
• It also aims to measure the effectiveness of
group psychotherapy in reducing the negative
thoughts of students.

3. • This study combined the qualitative and
quantitative method of research.
• The theme analysis was used to discover the
areas of concern of the students as revealed
by the written negative thoughts.
• The quantitative method post-test only quasi-
experimental design was utilized to measure
the effectiveness of the group therapy
conducted.

4. • The finding revealed that majority of the
negative thought content of the fourth year
students are on the area of intrapersonal
problems of hopelessness, low self-esteem,
moods, anxiety and general fear.
• Family problems and academic problem were
also reported. The family problems reported
mostly deals with the married students.

5. Nineteen percent (19%) of the student rated the group
psychotherapy as 10, the highest score, 37% rated it
9, 29% rated it 8, 7% rated it at 7, 1% rated it as 4 and
there were 7% who failed to rate the group therapy.

6. In general, group therapy was effective in
reducing the negative thoughts of students.
It is recommended that group therapy be
conducted in regular sessions to monitor
and alleviate intrapersonal and academic
problems of students.

7. Introduction
• According to Dr. Russ Harris, the author of The Happiness
Trap, 80% of everyone’s thoughts contain some sort of
negative content which is normal.
• Students are not exempted from having negative thoughts.
• Negative thought about self can be developmental and can
originate from the child’s early interactions with the
environment or caregiver.
• The cognitive theory of depression by Beck (1987) state that
when we are faced with stress it activates a negative self-
schema and it is biased in a negative direction leading to a
focus on negative thoughts that then cause depression.

8. Introduction
• These negative thoughts about the self, the world and
the future may become repetitive and automatic
(Pennington, 2005).
• Group therapy is a mode of psychotherapy where clients
or participants share and express their feelings and
concerns and obtain feedback from group members, it is
a great opportunity to offer support and care.
• Psychotherapy is literally defined as caring for another
person’s soul or being.

9. Related Studies
• Pereira (1997) In Portugal, the issues faced by students
is of inter-individual which refers to the students
individual and academic life and intra-personal which
refers to the students personal and academic life.
Majority of the calls received were of intra-personal in
nature or most of the call are about their personal life.

10. Related Studies
• Basco and Olea (2012) reported that weekly allowance
can cause state anxiety in students
• Andrews and Wilding (2004) reported that financial
difficulties made a significant independent contribution to
depression. Depression and financial difficulties mid-
course predicted a decrease in exam performance from
first to second year.
• Fonagy, Cottrell, Kurtz & Philips & Target (2002)
Adolescent depression is a major risk factor for suicidal
ideation, suicide attempts and completed suicides.

11. Related Studies
• Prout and Prout (1998) completed a meta-analysis of
counseling and psychotherapy in school setting and
concluded that there was strong evidence that those
interventions have demonstrable beneficial effects on
student’s well-being but did not find significant
improvement in academic achievement.

12. Related Studies
• Schechtman (2002) completed a review of research and
noted that group counseling interventions for academic
achievement should include social and emotional
component to be most effective.
• Prout and De-Martino (1986) Group treatment is more
effective than individual treatment for children and
adolescents in a school setting.

13. Statement of the Problem
1. What is the theme of the negative thoughts of the
students?
2. What is the overall effectiveness of the group
psychotherapy in reducing the negative thoughts of the
students after the therapy?

14. Theoretical Framework
Cognitive theories of depression
maintain that negative thinking is
what leads to depression in many
people. One problem with this
model is that it is difficult to
separate cause from effect.
(Feliciano & Arean,
2007). Negative thinking makes
people more vulnerable to
depression. (Lauren et.al, 1992)

15. Research Methods
• The method used in this study is the qualitative method
using theme analysis as data analysis for the first
problem and the quantitative method post-test only
quasi-experimental design. Post-test only design
involves the use of a single group of subjects to whom
some treatment is given. The subjects are then
assessed on the dependent variable. (Jackson, 2011).

16. Description of
Participants
The participants in this study composed of the three
sections of the psychotherapy class in RTU Pasig Campus.
Those who were present in the second meeting of the
psychotherapy class were included in the study. There
were twenty-one males and sixty-three female students.

17. Instrument Used
• Ten Tips for Getting More Out of Groups” by Dr. Mark
Sorensen. This served as a guideline in the group
psychotherapy. Additional instructions were used like
being supportive, constructive, give an equal time for all
and confidentiality.
• Ten-point Likert Scale to rate the effectiveness of group
psychotherapy with 1 as least effective and 10 as very
effective.
• Group therapy program (Opening Prayer, Instructions,
pre-group, sharing (negative then positive), essay
writing and closing activity.

18. Data Gathering Procedure
Writing of negative and
positive thoughts
•One week prior to the
session
Sharing of positive and
negative thoughts
•Day of the group therapy
Writing of feedback and
evaluation of the effectiveness
of group therapy
•After the session

19. Data Analysis
Negative thoughts
written in strips of
paper were transcribed
Identify themes,
subcategory by the
researcher
Six students analyzed
the data for categories
Themes and Category
Finalized by the
researcher

20. Themes of the Negative
Thoughts

21. Final Themes of the
Negative Thoughts

22. Results

23. Results

24. Discussion
• The themes that are most common in the group are in
the category of intrapersonal conflict or maladjustment.
Problems relating to personal problem like controlling
moods (“I’m so impulsive sometimes my decisions made
me regret, “I easily get mad when someone contradicts
me”), emotions and feeling of low self-esteem,
inadequacy, sadness, hopelessness and suicidal
tendency.

25. Discussion
• A number of negative attitude also emerged in the
responses of the students, negative attitude towards
other people, most especially friends or classmates.
• A number of students (3) explicitly wrote that they have
suicidal tendency and a number reported that they feel
hopeless and close to giving up.
• Negative attitudes directed at classmates were also
numerous, the goal of having a close and cohesive
group for the graduating class were not present in some
of the class.

26. Discussion
• The general academic concerns include problems
relating to academic difficulty and worries. It also
constitutes a number of negative thoughts and complaint
about their subjects, teachers among others. Student’s
fear of failing a subject, unpreparedness in lessons,
tardiness, and anxiety over the board examination is also
manifested. Some concerns with their on-the-job training
are also reported.

27. Discussion
• Family problem like financial problem is common to
married students who have to take care of the household
expenses, education expenses for their children and
other health problems of family members.
• Included in this theme is the category of friendship
problem, these are mostly relationship problems with
friends, guilt feelings, irritation, feelings of being used
and being angry with friends.

28. Discussion
• Table 2 revealed that 19 percent of the respondents
expressed that the group therapy was very effective with a
perfect score of 10. There were 31 students who rated the
therapy as 9, 24 students rated it as 8 and 6 students have
rated it as 7 with only one student who rate a low score of 4.
There were 6 students who were not able to give a rating of
the effectivity of the group therapy.
• In general, the therapy was perceived to be effective in
reducing their negative thoughts. Majority of the students
perceived it to be effective based from their responses: “I feel
not alone and I feel belong”, “It was very effective -relieve
those guilt feelings that we have and also we feel so good or
unwind to ourselves”

29. Conclusion
• In view of the results of the present undertaking and
arguments at hand, the study established the following:
• The themes of the negative thoughts of the students are
on the area of academic problem, family and friendship
problem and problems that are intrapersonal in nature
with categories of hopelessness and suicidal tendency,
negative attitude, general fear or phobia, anxiety, low
self-esteem, sadness and moods. Family problem are
reported by married students who encountered problems
dealing with relationship with spouse or taking care of
the household chores.

30. Conclusion
• There were two (2) students who explicitly expressed
that they are suicidal with some students who reported to
have lost hope. A number of students have negative
attitude towards their classmates and expresses
negative reactions to every day hassle. A majority of
students do not feel good at their selves and feels
inadequate. Academic concerns are mostly of passing
the subject or concerns with requirements or complaint
in a subject.

31. Conclusion
• The group therapy was perceived to be effective with 19
percent of the students expressed that the group therapy
was very effective with a perfect score of 10. Thirty
seven percent (37) of the students rated the group
therapy as 9, and twenty nine (29) percent of the
students rated it as 8. Overall, the group therapy was
effective.

32. Recommendation
• (1) Group activity similar to a group therapy will be
conducted regularly to monitor and alleviate student
problems dealing with their personal and academic life.
• (2) Assessment of students for depression to identify
high risk students who may develop the disorder.
• (3) Psycho-educational activities to inform students of
proper mental health hygiene.

33. Recommendation
• (4) Provide a venue for students to vent out their
negative thoughts by using music and the arts.
• (5) Improve the quality of the research result by
improving and controlling methods and data gathering
procedures.

34. • Thank you for listening.